The Cosmopolitanization of Childhood: Eco-Knowledge in Children's Eco-Edutainment Books (original) (raw)
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The Cosmopolitanization of Childhood Eco-Knowledge in Children's Eco-
This article discusses one particular aspect of the cosmopolitanization of childhood by analysing children's "eco-edutainment" books, giving advice on how to save the world from environmental catastrophe. Its purpose is to analyse how such books articulate and spread "eco-knowledge", encouraging children to become environmentally aware world citizens. The analysis shows that these books urge children and preteens not only to become selfdisciplined and caring, ethical "ecological selves", but also to partake in producing local ecoknowledge and monitoring eco-discipline in their families, schools, and local communities.
Children’s Literature as an Important Tool for Education of Sustainability and the Environment
Children’s literature is operated and distributed on the basis of faith, whereby if there is a place for effective links between literature and society, then it will naturally be found first in children’s literature. For the most part children’s literature is goal directed and amongst its targets is the assimilation of socio-cultural values. The number of study hours for children’s literature in the colleges for education is very limited, and only infrequently is the educator of the future awarded broad knowledge of children’s literature during her studies at the college. Currently no study program has been designated for the connection between children’s literature and sustainability and its derivatives and a method of integrating this subject into the field of literature. Due to the importance of children’s literature in the assimilation of values and instilling of an ideological infrastructure which will become a way of life, it is appropriate to examine the findings of literary works in literature textbooks and before this the outline of the subject in the syllabus. One should introduce environmental studies into existing subjects and introduce environmental studies as a new subject in the syllabus.
Australian Journal of Environmental Education, 2013
Developing an understanding of the importance of a sustainable future is vital in helping children to become ‘global citizens’. Global citizens are those willing to take responsibility for their own actions, respect and value diversity and see themselves as contributors to a more peaceful and sustainable world. Children's literature — picture and story books in particular — can be used as a powerful tool to help even the youngest citizens become aware of the need to assume responsibility for creating and enjoying a sustainable future through global citizenship. Children's literature can be utilised to help children examine and change personal lifestyles to secure a sustainable future; to identify, investigate, evaluate and undertake appropriate action to maintain, protect and enhance local and global environments; to challenge preconceived ideas, accept change and acknowledge uncertainty and to work cooperatively and in partnerships with others. This article explores and exa...
USE OF CHILDREN'S BOOKS WRITTEN IN THE CONTEXT OF ECOCRITICISM IN TURKISH LESSONS
In the 21st century, where we have to protect our tomorrows by fighting environmental problems, we should raise awareness among our children about environmental awareness and ensure that this awareness becomes permanent by running the education process. Environmental awareness, which is among human-specific sensitivities, should be gained in childhood and maintained throughout life. Environmental awareness can be gained through the use of qualified children's books in Turkish lessons. This study, on the use of children's books written in the context of ecocriticism in Turkish lessons, was carried out in the form of action research in a four-week period with the beginning of 6th grade students. The findings obtained as a result of the activity practices in the form of writing letters and creating dialogue with interview questions regarding the works titled The Mystery of Almarpa written by Koray Avcı Çakman and Common Spirit written by Miyase Sertbarut were evaluated with descriptive analysis. It was determined that the books included in the study contributed positively to the environmental awareness of the students and the activity practices reinforced this approach. Although it was seen that most of the students had been sensitive to environmental problems before reading the books, it was observed that after reading the books, the solution suggestions of the students for the problems thrived and the number of students with this sensitivity increased.
Toward an Ecopedagogy of Children's Environmental Literature
The world we remember from our childhoods -whenever and wherever those childhoods wereis changing. Gone are the strawberry fields and orange groves, the stark blue skies and purple mountains from my childhood in the San Fernando valley of Los Angeles. Gone are the days of running through water sprinklers for hour after unthinking hour on summer afternoons, the water running off the thick grassy lawn and into the streets so that cars would splash through it, too. Gone are the mountains covered with sage and yarrow, orange poppies and purple lupin and yellow daisies, mountainsides where coyotes and jackrabbits and bluejays alike found food, water, and freedom enough for their wild lives. Gone are the days of gasoline at .25 cents a gallon, days of backyard trash incinerators, days of unlimited hours spent tanning and talking and playing on the beach without sunscreen protection against skin cancer, without fears of swimming in and through plastic bags, rusting metal, needles and broken glass.
Children’s environmental literature: from ecocriticism to ecopedagogy
Neohelicon, 2009
Beginning with a review of ecocriticism's scholarly and activist origins and development through the related fields of eco-composition, ecofeminist literary criticism, and environmental justice literary studies, this essay discusses children's environmental literature from the intersecting standpoints of animal studies, environmental justice, and ecofeminist literary criticism. From that intersectional standpoint, the essay raises three central questions for examining children's environmental literature, and offers six boundary conditions for an ecopedagogy of children's environmental literature. Keywords Ecofeminist literary criticism Á Ecopedagogy Á Children Á Ecocriticism Á Environmental justice The world we remember from our childhoods-whenever and wherever those childhoods were-is changing. Gone are the strawberry fields and orange groves, the stark blue skies and purple mountains from my childhood in the San Fernando valley of Los Angeles. Gone are the days of running through water sprinklers for hour after unthinking hour on summer afternoons, the water running off the thick grassy lawn and into the streets so that cars would splash through it, too. Gone are the mountains covered with sage and yarrow, orange poppies and purple lupin and yellow daisies, mountainsides where coyotes and jackrabbits and bluejays alike found food, water, and freedom enough for their wild lives. Gone are the days of gasoline at 25 cents a gallon, days of backyard trash incinerators, days of unlimited hours spent tanning and talking and playing on the beach without sunscreen protection against skin cancer, without fears of swimming in and through plastic bags, rusting metal, needles and broken glass. Some of these losses are cause for grief; others signify long-needed changes in heedless behaviors. As temperatures around the planet rise, as safe drinking water becomes scarce and costly, as food costs soar, populations swell, clearcutting continues, and the global violence against women, children, animals, and ecosystems proceeds unabated-what in the world are we doing by reading environmental literature?
The Role of Children Eco-Fiction in Promoting Environmental Sustainability
Children's literature refers to literary works created for children. It has long been recognised as a powerful medium for instilling values and fostering critical thinking, and eco-fiction, with its focus on environmental themes, is well-suited to introduce sustainability concepts, particularly in relation to the United Nation's Sustainable Development Goals (SDGs). This genre, often weaves together narratives about climate change, conservation, deforestation, pollution, and preserving biodiversity, helping children understand complex environmental issues through engaging, relatable stories. By blending imaginative storytelling with educational content, children's eco-fiction provides a platform for young readers to connect emotionally with the natural world, developing a sense of empathy and responsibility toward the environment. Through the plot, subject matter, themes, setting, and characters who advocate for nature, overcome environmental challenges, or protect endangered ecosystems, eco-fiction empowers children to see themselves as agents of change. The potential of children's eco-fiction as a vital tool for Education for Sustainable Development (ESD), capable of cultivating a generation of young readers who are not only aware of the environmental challenges facing the world but also inspired to take meaningful action toward environmental sustainability cannot be overemphasized. By exploring the works of Dr Seus's The Lorax, Achebe's Chike and the River and Chiazor-Enenmor's A Father's Pride, we get a glimpse into how global children's literature can become a bridge that connects imaginative play and real-world environmental advocacy, advancing a lifelong commitment to the protection and preservation of our planet.
Nordic Studies in Science Education
Education for sustainability in early childhood tends to focus on practices and advocacy, rather than on the aims of this education. We suggest that the aim should be to consider children as being and becoming eco-citizens. This suggestion is built on an exploration of children as eco-citizens. With theories concerning child-sized citizenship we suggest a description of children and adults as being and becoming eco-citizen. We explore this through the fields of nature connection and science and children’s curiosity. We find that environmentally friendly practices as gardening and harvesting wild food show how children’s eco-citizenship is realizable. We support this additionally by references to how children’s literature, seeing how children depicted as eco-citizens can support the notion of children as eco-citizens. Through these analyses, we conclude that children should be viewed as being and becoming eco-citizens.
Bullettin of Educational Studies, 2023
The Industrial Revolution and the subsequent rise in the demands of a growing population have resulted in the emergence of consumer societies. The perception of nature merely as a tool for exploitation by the capital, along with the recent deterioration of the human-nature relationship, have collectively led to a climate crisis. As non-governmental organizations and associations strive against the increasingly apparent climate crisis, the publishing sector is concurrently producing works aimed at instilling environmental awareness in children from an early age. This study aims to analyze how environmental awareness is handled in four books from Sally Morgan's "Discover It Yourself" series. The study adopts a qualitative research method, and the technique of document analysis is used to obtain the data. The four books in Sally Morgan's "Discover It Yourself" series are primarily written with the goal of fostering environmental awareness. The books tackle a wide range of environmental issues such as the role of living beings in the ecosystem, air/water/soil pollution and preventive measures, overhunting, disruption of the food chain, wildlife protection, reduction of biological diversity, organic agriculture and nutrition, recycling, composting, the water and air cycles, acid rain, renewable energy sources, the harmful impacts of cleaning chemicals, public transportation and bicycle usage for a cleaner environment, efficient use of water, energy, food, combating environmental destruction, tree planting, eco-friendly housing, and noise pollution in urban areas. The books feature three sections: 'Discover It Yourself', including activities and experiments to promote active learning, 'Observer', encouraging greater environmental attentiveness, and 'How Can We Help?', providing guidance through role models. Through vibrant colors and compelling illustrations, the series aims to cultivate environmental awareness by engaging children's interest.